Personal Development, Health and Physical Education

Personal Development, Health and Physical Education (PDHPE) is a subject in the New South Wales school curriculum. It is a compulsory subject in the K-10 curriculum, and available as an elective in years 11 and 12 and for the HSC in year 12.. It incorporates a wide range of material, including some physical education; sports science; nutrition; disease; mental health; drugs and drug abuse; relationships, and power and abuse in relationships; risk; family; road safety; sexuality, STDs, and contraception; first aid and CPR; discrimination, harassment, defamation and anti-discrimination legislation.

Primary

Early childhood education lays the foundation for lifelong health and physical development. In Early Stage 1 and through Stage 3, students embark on self-discovery, interpersonal growth, and physical exploration.

Early Stage 1: In Early Stage 1, students begin by identifying personal characteristics and strengths while recognizing their growth and changes. They learn about different parts of the body and explore various emotions. Interpersonal skills are practised to interact positively with others, and students identify individuals who can assist them in different situations. They also explore contextual factors influencing health, safety, well-being, and physical activity, learning skills and strategies to stay safe and supported. Through play and group activities, students develop self-control, explore emotional responses, and cooperate positively with others. They also begin to understand how their bodies respond to movement, practising body movement and control in various contexts.

Stage 1: Building upon their foundational knowledge, students in Stage 1 describe changes that occur as they grow older and recognize characteristics of personal identity influenced by strengths and achievements. They explore positive ways to interact with others and understand how emotional responses impact feelings. Students learn about different types of relationships and the qualities needed to develop and maintain them. They also identify contextual factors influencing health decisions and practice protective strategies for staying healthy, safe, and active. Physical activity becomes a focus, with students identifying areas for participation and demonstrating movement skills in various sequences and situations.

Stage 2: As students progress to Stage 2, they recognize physical and social changes and develop personal management strategies. They identify individual strengths and apply them across different contexts, investigating skills and qualities that build caring and respectful relationships. Students delve deeper into health, safety, and wellbeing, understanding their responsibility to contribute to a healthy, safe, and physically active environment. Physical activity becomes more intentional, with students performing activities designed to enhance fitness and proposing strategies for healthy, active lifestyles.

Stage 3: In Stage 3, students investigate developmental changes and transitions while examining the influence of people and places on identity. They practice skills to establish and manage relationships, recognizing controllable and uncontrollable factors impacting health, safety, wellbeing, and physical activity participation. Students plan and practice responses and strategies to protect and promote healthy, safe, and active lives. They actively engage with their community, increasing physical activity levels and seeking help to enhance their own and others' health, safety, and wellbeing. Physical activities become more diverse and challenging, with students refining movement skills, performing specialized movements in various contexts, and adapting strategies to solve movement challenges.

Secondary

In Stages 4 and 5 of health and physical education, students embark on a journey of self-discovery, community engagement.

Stage 4: As students progress to Stage 4, they become proactive in enhancing their health and wellbeing by exploring ways to connect with their communities. They recognize factors influencing changes and transitions, evaluating strategies to manage current and future challenges. Students cultivate resilience and demonstrate help-seeking strategies, recognizing the importance of respectful relationships and connection with others. They investigate health practices, behaviors, and resources, proposing actions to promote health, safety, and wellbeing for themselves and others. Critical thinking skills are honed in accessing support and health information, with students developing habits for positive health and a lifetime of physical activity. They demonstrate control and accuracy in performing specialized movement sequences and skills, participating in a wide variety of physical activities to apply, adapt, and refine movement skills with confidence and precision. Students examine the cultural significance of physical activities, understanding how connection and inclusion can enhance community health and wellbeing.

Stage 5: At Stage 5, students evaluate a broad range of factors shaping identity and impacting health decisions, behaviors, and actions. They plan, evaluate, and advocate for strategies and interventions to promote health, safety, and wellbeing. Students assess their capacity to respond positively to challenges and contribute to caring, inclusive relationships. Reflecting on emotional responses, they demonstrate protective skills to manage complex situations effectively. Students design and implement actions to enhance fitness levels and promote lifelong physical activity participation. They use movement to satisfy personal needs and interests, refining and applying movement skills in various contexts. In response to unpredictable situations, they work collaboratively to design creative solutions to movement challenges, demonstrating leadership, fair play, and cooperation across different movement contexts

Elective Courses

Under PDHPE lies two elective courses that can be taken in stage 5, they are Child Studies and Physical Activity and Sports Studies (PASS).

Child Studies

In Stage 5, students engage in a comprehensive exploration of childcare, parenting, and child development. Here's an overview of the key areas covered:

Students examine factors influencing the decision to become parents and the physical, social, and emotional changes experienced during pregnancy. They delve into reproduction, conception, and the support available to expectant mothers. Additionally, students explore preventable disabilities and illnesses related to lifestyle habits and their impact on child development.

Cultural perspectives on parenting styles and family roles are explored, with students assessing their influence on a child's development. They recognize the significance of cultural heritage, identity, and kinship, particularly within Aboriginal cultures. Understanding cultural practices and traditions, students appreciate how childcare services can foster cultural appreciation and inclusivity.

Students learn strategies to promote the safety and well-being of newborns, exploring growth and developmental milestones. They investigate support networks available to parents for monitoring and encouraging their child's development. Moreover, students analyze strategies for promoting child safety in various environments, including hazards and potential technology influences.

The curriculum addresses nutrition and health, with students exploring the nutritional needs of children and contemporary issues related to food and nutrition. They investigate common childhood diseases, injuries, and preventative strategies. Additionally, students assess play-based learning, considering its suitability, sustainability, and safety.

Physical Activity and Sports Studies

In Stage 5, students delve into a comprehensive exploration of physical activity, sports, and their impact on health and wellbeing. Here's an overview of the key areas covered:

Students develop a broad understanding of physical activity's role in improving health and wellbeing, building upon their knowledge from the mandatory PDHPE course. They explore various contexts for physical activity and sports participation, laying the foundation for both participation and performance.

Analyzing the role of body systems, physical fitness, nutrition, and safety, students apply their understanding when engaging in movement contexts. They develop skills to transfer movement skills across different activities, recognizing factors that enhance or limit their performance efficiency.

Students recognize the broad range of benefits provided by participation and performance in physical activity and sports. They collaborate to evaluate information, products, and services, developing strategies to increase participation levels in physical activity, sports, and recreational pursuits.

Understanding the historical, social, and cultural factors shaping contemporary views of physical activity and sports in Australia, students identify significant changes, events, and new directions influencing societal identity and participation rates. They evaluate the contribution of physical activity, sports, and recreation to individual and societal wellbeing, analyzing them from various personal, social, and cultural perspectives.

Higher School Certificate

There are several courses offered in stage 6 that are part of PDHPE.

Community and Family Studies

Preliminary Core:

This module emphasizes the fundamental skill of resource management, essential for achieving wellbeing. It explores concepts like wellbeing, needs, resources, values, goal setting, communication, decision making, and personal management. Students apply these concepts in practical situations across personal, family, and community contexts. Additionally, students gain introductory research experience through designing and conducting interviews.

This module delves into the role of individuals and groups in meeting specific needs within families and communities. It highlights the importance of positive interpersonal relationships in fostering a sense of belonging. Students explore group dynamics, including power bases, leadership, and their impact on achieving goals and promoting wellbeing. They also conduct observations and case studies as part of introductory research experiences.

Students gain insight into family structures, communities, and individuals' roles within them. The module addresses the challenges of constant change faced by families and communities and explores the support available to manage these changes effectively. Socialization is examined as a lifelong process influenced by family and community groups. Students engage in various research experiences such as constructing questionnaires and conducting literature reviews.

HSC Core:

Building upon introductory research opportunities, this module focuses on inquiry and research processes, culminating in an Independent Research Project. Students develop research skills throughout both the Preliminary and HSC courses.

Expanding on knowledge from previous modules, students explore specific groups experiencing inequities and investigate the role of positive social environments in enhancing their wellbeing.

Students analyze factors affecting parenting and caregiving roles, including characteristics of dependents, personal and social influences, parenting styles, and available support.

HSC Options:

This module examines how legal and social systems impact family life, highlighting significant legislation and community structures supporting family wellbeing.

Students explore the role of technology in redefining families, communities, and workplaces, considering historical influences and the equity of access to technological developments.

Exploring Early Childhood

This Content Endorsed Course is available at both the Preliminary and HSC levels, with options for either 1 or 2 units of study. It does not have any prerequisites or eligibility requirements and cannot be studied via self-tuition.

Students delve into the multifaceted realm of early childhood development, investigating the physical, social-emotional, behavioural, cognitive, and language domains of young children. They examine the diverse environmental influences shaping growth and development, from home environments to cultural contexts. Through this exploration, students cultivate skills in effective communication, research, analysis, and decision-making crucial for fostering positive relationships with young children and their families. Moreover, they develop a profound respect for the individuality and uniqueness of each child, along with an understanding of the significance of supportive and responsible interactions in nurturing healthy development.

Health and Movement Science

In the Health and Movement Science 11–12 course, students delve into an extensive exploration of health and movement concepts, equipping them with a comprehensive understanding of individual and community wellbeing and physical activity. Across both Year 11 and Year 12, students engage in a multifaceted examination of health from various perspectives, encompassing topics such as determinants influencing health, indicators of health status, and strategies for promoting wellbeing. They also delve into the intricate interplay between body systems and movement, investigating physiological adaptations, energy systems, and psychological factors influencing performance. Moreover, students analyze the broader societal and global contexts of health, comparing health status across population groups, evaluating healthcare systems, and exploring strategies to improve community health informed by Sustainable Development Goals (SDGs). Furthermore, the course emphasizes the importance of personalized exercise assessment and prescription, examining various training methods, biomechanics, injury prevention, nutrition, and the impact of technology on performance enhancement. Through depth studies and collaborative investigations, students develop critical thinking, problem-solving, communication, and research skills, empowering them to make informed decisions and positively impact their own and others' health and movement practices.

Sport, Lifestyle and Recreation

This Content Endorsed Course is available at both the Preliminary and HSC levels, with options for either 1 or 2 units of study. It does not have any prerequisites or eligibility requirements and cannot be studied via self-tuition.

The Sport, Lifestyle and Recreation Course comprises 15 optional modules. There is no prescribed core component. Schools can select from these modules to develop programs that respond to student needs and interests.

• Aquatics
• Athletics
• Dance
• First Aid and Sports Injuries
• Fitness
• Games and Sports Applications (I and II)
• Gymnastics
• Healthy Lifestyle
• Individual Games and Sports Applications
• Outdoor Recreation
• Resistance Training
• Social Perspectives of Games and Sport
• Sports Administration
• Sports Coaching and Training

Learning is aimed at fostering a comprehensive understanding of the interconnected factors shaping health, physical activity, and performance. Through this course, students develop a nuanced knowledge and appreciation of the myriad influences impacting individual and community health, as well as the principles underpinning quality performance in various physical activities. Armed with analytical skills, students are empowered to devise and implement strategies geared towards promoting health, physical activity, and optimal performance, both for themselves and others. Moreover, the course instils in students a sense of agency, equipping them with the tools to positively influence participation and performance within their communities.

Life Skills

Life Skills courses are offered in Community and Family Studies and Health and Movement Science. These courses are recommended for people with intellectual disabilities.

References

• NSW Board of Studies, Personal Development, Health and Physical Education Years 7–10 Syllabus

This article "Personal Development, Health and Physical Education" is from Wikipedia. The list of its authors can be seen in its historical and/or the page Edithistory:Personal Development, Health and Physical Education. Articles copied from Draft Namespace on Wikipedia could be seen on the Draft Namespace of Wikipedia and not main one.

---